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Context: Instrument-assisted soft tissue mobilization (IASTM) continues to increase in popularity and utilization among manual therapists. Despite its popularity, little is known about the consistency in peak or average forces that clinicians apply when performing IASTM treatments with a 2-handed grip. The purpose of this study was to examine intraclinician consistency in peak and average forces when applying a 2-handed IASTM grip. Design: Randomized crossover study conducted in a university biomechanics laboratory. Methods: Five (5) licensed athletic trainers with prior IASTM training used 5 different IASTM instruments to apply simulated treatment. Average peak forces (Fpeak) and average mean forces (Fmean) were collected via force plate for all 5 IASTM instruments with a skin simulant attached. Descriptive statistics, coefficients of variation (CVs), box and density plots, and Bland–Altman plots were assessed. Results: The clinicians' average Fpeak ranged from 3.0 N to 11.6 N and average Fmean from 1.9 N to 8.1 N. Fpeak CVs for all instruments ranged from 14% to 31%, and Fmean CVs ranged from 15% to 35%. Bland–Altman plots indicated that for both Fpeak and Fmean, 97% of the data points fell within the limits of agreement across instruments and clinicians. Mean differences across instruments ranged from 0.9 N (91.8 g) to 4.1 N (418.1 g) for Fpeak and from 1.0 N (102.0 g) to 2.8 N (285.5 g) for Fmean. Thus, CVs, box and density plots, and Bland–Altman plots supported general force application consistency. Conclusion: Trained IASTM clinicians produced consistent treatment application forces (ie, Fpeak and Fmean) within treatment sessions during 2-handed simulated application. [ABSTRACT FROM AUTHOR]

AbstractThe decision-making process for potential college students in the United States is overwhelming because of the volume of information available and the complexity of higher education systems. Prospective students must consider institutional rankings, academic programs, and financial aid opportunities in addition to completing numerous forms. For some students, there exist personal and professional advisors and resources to assist with navigating the process. Others with less social and cultural capital must figure out the system with little or no assistance while facing other barriers. Public libraries can be a resource for the college-bound community; however, research shows that public libraries are not actively engaged in supporting this user group. To provide focused, quality information services to any demographic, it is important to understand the perspectives of public-facing information workers. Through a cross-sectional online questionnaire of library staff across four states, this study sought to learn staff perspectives on the role of public libraries in serving prospective college students. The survey received 160 responses of which 100 open-ended responses pertained to the role of public libraries. Qualitative inductive analysis point to three core themes on the role of public libraries in serving this population, that of connector, provider, and supporter. A fourth theme suggests staff see the role as one for others to meet. This article provides insight into past examinations of public library support of college literacy offering an opening to further discussions on serving this overlooked user group. [ABSTRACT FROM AUTHOR]

This study highlights the value of grey literature in climate change research in the Philippines, emphasizing its essential role in understanding the issue within the country's unique socioeconomic and natural environment. A bibliometric analysis of publications in local journals reveals that various types and formats of grey literature are not merely supplementary but essential for communicating climate change, its effects, and adaptation strategies. Despite the prevalence of major publishers, a substantial amount of research in the country continues to be disseminated through local journals. However, these journals face significant challenges, including limited coverage in major databases and concerns about quality, which hinder their global recognition and impact. The findings recommend that the Commission on Higher Education (CHED) enhance the capacity of higher education institutions (HEIs) to improve the quality and credibility of local journals. This improvement would increase their visibility and reach, ensuring that the comprehensive body of Filipino research is preserved, recognized, and utilized in the global discourse on climate change. Consequently, this will foster a more inclusive and informed approach to understanding and addressing this global challenge. [ABSTRACT FROM AUTHOR]

The European Universities Initiative (EUI) was established in 2017. Its aim is to strengthen strategic partnerships between higher education institutions across the EU by building networks of universities. At the end of 2023, there were already 50 European University Alliances gathering 430 higher education (HE) institutions. In each of these Alliances, academic libraries are members, too. These libraries are already involved in intra-alliance projects, and these alliances will probably happen more often due to the EU's project-driven approach. This practice paper is, to the authors' knowledge, the first attempt to describe another challenge that European academic libraries currently face i.e., project management practice. The alliance partner universities operate under distinct national laws and institutional practices, making it challenging to easily align them for effective cross-university collaborations. Familiarity with the theoretical principles of EU project management and project management methodology greatly facilitates the preparation of the proposal and the work of the project. It also allows more effective management of the project as a whole or its individual parts. This paper maps the challenges that work in international projects brings and provides suggestions on how EUI libraries can utilize project management techniques, while also aiming at showing the paths to facilitate cooperation. Drawing from an analysis of the literature on project management that might apply in library-led projects to strengthen communities of purpose, the paper is based on the example of the work experience on the project TRAIN4EU, that was co-led by the academic librarians from the University of Warsaw Library, Poland, and run by 4EU + universities. The paper concludes with a set of recommendations based on TRAIN4EU practices, lessons learned, as well as pitfalls to avoid. [ABSTRACT FROM AUTHOR]

This scoping review examines the characteristics and reported outcomes of faculty incentive programs used to promote the adoption, adaptation, or creation of Open Educational Resources (OER) by academic libraries at higher education institutions. The study uses the PRISMA protocol for scoping reviews. The authors reviewed 1901 records: 1499 were from database searches and 402 from the grey literature. Twenty-three records met the inclusion criteria for this study. This study aims to contribute useful insights to academic library administrators for the development of future OER faculty incentive programs. [ABSTRACT FROM AUTHOR]

It is unclear what impact, if any, early experiences with trauma may have on athletic identity. Athletic identity may serve as a protective shield for those who have adverse childhood experiences. Self-identifying as an athlete as opposed to the identity that experienced the trauma could be a defense mechanism for self-protection. The primary purpose of this exploratory study was to investigate the relationship between adverse childhood experiences and athletic identity as well as determine any influence from gender, ethnicity, and sport in a group of college athletes. Using Qualtrics software, 102 collegiate athletes currently enrolled in higher education institutions across varying NCAA divisions within the United States completed three measures: Personal Data Form, Athletic Identity Measurement Scale (AIMS), and Adverse Childhood Experiences Survey (ACES). Results found adverse childhood experiences were not significantly associated with Athletic Identity. However, results did show a difference between men and women, with a significant relationship between adverse childhood experiences and athletic identity in men but not women. Upon further examination, it was found that for men, consideration of ethnicity in conjunction with gender highlighted an even stronger relationship among Black men specifically. Implications for these findings, suggestions for university athletic departments, and recommendations for future research were made. [ABSTRACT FROM AUTHOR]

Academic rankings, despite their pitfalls, play a major role in the "business of business schools." The claim that "rankings are here to stay" continues to be frequently accepted at face value. This essay challenges this situation, arguing that while many business schools perceive rankings as a source of legitimacy, their participation in rankings can actually undermine the very legitimacy they seek. By adopting an effectual stance—which focuses on problem-solving and innovation using available resources—we theorize about a phased approach to steer business schools (and other higher education institutions) away from reliance on "ranking-based legitimacy" toward "research-based legitimacy." In the first phase, deans and academics can consider short-term bridging measures that do not fundamentally change the ranking game but influence it in self-serving directions. Rather than being powerless "ranking takers," some proactive approaches can allow business schools to change the zero-sum game nature of rankings and become "ranking makers." In the second phase, deans and academics can challenge and reject the ranking game by reaffirming the true purpose of business education. We encourage deans and academics to seize back control and restore research-based legitimacy by rigorously addressing managerial, societal, and ethical issues. [ABSTRACT FROM AUTHOR]

The article discusses the book "Transforming Indigenous Higher Education: Privileging Culture, Identity, and Self-Determination" by Marion Kickett and others. The book explores the journey of the Centre for Aboriginal Studies (CAS) at Curtin University in Australia in transforming and decolonizing higher education. It provides insights into strategies for creating inclusive and equitable learning environments for Indigenous and marginalized students. The book emphasizes the importance of institutional support, increased representation, and the recognition and inclusion of diverse forms of knowledge in addressing educational inequalities. It also highlights the challenges faced by Indigenous faculty and the need to center Indigenous voices in research and curriculum. The book offers a roadmap for university administrators and professors engaged in Indigenization and decolonization efforts. [Extracted from the article]

University of Dayton Libraries added Shibboleth as an additional form of authentication for its licensed e-resources beginning in summer 2023. A major impetus for pursuing Shibboleth are the upcoming web browser changes that will obfuscate users' IP addresses, set to occur in later 2023 and 2024 and something which will likely disrupt on-campus IP range access via EZproxy. Implementation of Shibboleth for an initial round of fifty-five e-resource platforms was relatively quick as a result of the University of Dayton's participation in the InCommon Federation of U.S. higher education institutions, also known as an "authentication federation." Methods for achieving the implementation involved entering Shibboleth entities within vendors' admin portals or working with the vendor representatives via email. Contrary to our previous understanding of Shibboleth, this implementation did not require extensive work on our end with our central IT office and typically required us to provide only a handful of entities directly to the vendor (all of which are anonymous entities). This article aims to share our workflow and lessons learned in the hope that other InCommon member institutions can follow suit. [ABSTRACT FROM AUTHOR]

Higher education institutions often stress extracurricular programs enhance the moral development experienced within college. Within athletics, athlete's morality is tied to their actions, which are frequently recognized as either sportspersonlike or unsportspersonlike. Instances of unsportspersonlike behaviors are often covered across the media, enhancing the belief that athletes need to act out to gain recognition. This study assesses the impact that coaching behaviors have on the development of sportspersonship behaviors in college athletes and evaluates the impact that those coaching behaviors have on students' intent to return to the institution. The results of the study indicate that within college athletics, athletes perceive five coaching behaviors (emphasizes, instructs, models, rewards, and punishes) that directly relate to the development of sportspersonship and that those behaviors do impact students intent to return to the institution. [ABSTRACT FROM AUTHOR]

Context: Nordic hamstring strength (NH strength) and single leg bridge test (SLBT) scores are used to predict the risk of hamstring strain injury. Although NH strength and SLBT scores may be related, the relationship between NH strength and SLBT score remains unknown. Objectives: This study investigated the relationship between NH strength and SLBT scores in university soccer players. Design: Cross-sectional study. Setting: Research laboratory. Participants: 38 male university soccer players. Main Outcome Measures: NH strength and SLBT scores. Interventions: A participant was instructed to lean forward gradually at the slowest possible speed from a kneeling posture with the knee joint flexed 90° for the NH strength measurement. Participants in the SLBT crossed their arms over their chests, pushed down from their heels, and lifted their hips off the ground as many times as they could until they failed. We investigated the relationship between NH strength and SLBT scores in the left and right sides using Spearman rank correlation coefficient. Additionally, we calculated the percentage of left–right asymmetry in NH strength and SLBT scores and investigated the relationship between these variables using Pearson correlation coefficient. Results: There were no significant correlations between NH strength and SLBT scores in the right (rs =.239, P =.16) and left (rs =.311, P =.065) legs. Furthermore, there was no significant relationship between NH strength and SLBT between-limb asymmetry (r =.073, P =.671). Conclusions: NH strength and SLBT scores could be different indexes, indicating either maximal muscle strength or muscle endurance. Thus, the findings suggested that when assessing risk factors for hamstring strain injury, both NH strength and SLBT scores should be measured. [ABSTRACT FROM AUTHOR]

The article discusses the lack of diversity in the institutions contributing to top management journals as well as significant biases in the academic job market, including gender and race biases, both in hiring outcomes for doctoral students and in the entry to doctoral programs. Kris Byron, the author and incoming editor of the Academy of Management Review, emphasizes the need to recognize that talent is not confined to a few elite institutions and that opportunities are not equally distributed. She suggests that institutions, including journals, should do more to realize the talent potential from diverse backgrounds and locations and outlines several initiatives aimed at leveling the playing field.

To promote an academic library makerspace, the University of Mississippi Libraries hosted a "3D selfie" booth which used body scanning technology. This booth, advertised on campus and set up outside the library during the first weeks of class, was designed to attract attention and perform outreach through the use of body scans to be printed in the makerspace at a later date. Although the hoped-for printing of "selfies" did not materialize, the project resulted in data about interested patrons and ideas for similar projects going forward. This paper serves as a case study for other academic library makerspaces interested in similar outreach. [ABSTRACT FROM AUTHOR]

Students often choose to pursue a business major during their postsecondary education to increase their chances of securing employment after graduation. However, evidence suggests that many recent business degree graduates struggle with underemployment, highlighting the importance of examining how postsecondary institutions can better prepare students for the transition to work. In the current study, we investigated how including a personal strengths-driven intervention, the Reflected Best Self Exercise, in management curricula may help better prepare students for securing employment by increasing students' confidence in their ability to succeed in an employment interview (i.e., by enhancing interview self-efficacy). Using a pretest–posttest quasi-experimental design with a control group (N = 190 undergraduate students), we found that the Reflected Best Self Exercise increased students' interview self-efficacy and that this effect was moderated by pretest levels of general self-efficacy and career choice confidence. Moreover, we found that students with lower levels of general self-efficacy and career choice confidence experienced greater benefits from the Reflected Best Self Exercise. Our results contribute to the management education literature by demonstrating how strengths-based interventions with a reflection component can be leveraged to develop interview self-efficacy in business students. [ABSTRACT FROM AUTHOR]

This paper highlights the importance of involving academic librarians in the development of ethical AI policies. The Academic Librarian Framework for Ethical AI Policy Development (ALF Framework) is introduced, recognizing librarians' unique skills and expertise. The paper discusses the benefits of their involvement, including expertise in information ethics and privacy, practical experience with AI tools, and collaborations. It also addresses challenges, such as limited awareness, institutional resistance, resource constraints, interdisciplinary collaboration, and evolving AI technologies, offering practical solutions. By actively involving librarians, institutions can develop comprehensive and ethical AI policies that prioritize social responsibility and respect for human rights. [ABSTRACT FROM AUTHOR]

In 2021, the assessment-data management librarian at Lehman College Library decided to conduct a privacy audit of the Library's public computers and networks. This audit comprised one of the Library's two annual formal assessments of resources and services. The American Library Association's (ALA) Library Privacy Checklist for Public Access Computers and Networks was selected to review 17 key items related to protecting user privacy and confidentiality. Faculty and staff from Circulation, Library Technology, and Online Learning identified 10 indicators needing work. Suggestions are provided for collaboratively resolving these issues and future steps are described to continuously maximize the online security of the campus community. [ABSTRACT FROM AUTHOR]

Universities and scientific educational institutions today need targeted information services to ensure that their user communities have the information they need. This study aims to design, develop, implement, and evaluate a mobile application for academic library services at Tarbiat Modares University (Tehran, Iran). A four-stage process was utilized to accomplish this aim. In the first phase, relevant literature was reviewed to obtain appropriate data requirements for the app. A questionnaire was designed and administered to survey expert librarians on the most suitable data requirements. The second phase involved the design of the user interface and user experience with the assistance of experts, followed by the evaluation of the experience. The third phase involved the development of the app in the Android Studio environment using the Java programming language, based on the requirements identified in the first and second phases. The app was then made available to the user community. Finally, the app was evaluated in the fourth phase using a questionnaire tool. The researchers found this approach to application development to be both economical and effective in the context of a developing country. [ABSTRACT FROM AUTHOR]

The purpose of this article is to highlight the results of the study of certain legal features of the regulation of educational activities in Ukraine, which arose as a result of the Ministry of Education and Science of Ukraine's application of the concept of "licensed amount" to regulate the maximum total number of applicants of free and fee basis higher education in state, communal and private educational institutions, including those students who can apply to a higher education institution within one calendar year or resume studies or transfer to it from other institution s. When conducting this study, the main conditions for licensing educational activities were analyzed, taking into account the need to observe the basic rights and freedoms of people, as well as considering the basic principles of licensing of economic activity established by the legislation of Ukraine and international acts that regulate or influence the process of regulating basic rights and freedoms in the field of education in Ukraine. At the same time, during the analysis of the conditions of licensing of educational activity, certain legal conflicts and features of unconstitutionality of some provisions of Ukrainian legislation on higher education were identified along with incorrect application of the licensing procedure and the term "licensed amount" in education al activity. According to the results of the study, the necessity of distinguishing between the processes of regulating educational activity (including the use of the licensing procedure) that can be applied to the control of the activities of state and communal institutions of higher education and those processes that can be applied to the activities of private institutions of higher education has been proven. Additionally, the necessity of distinguishing the conditions of regulation of educational activity that can be applied to providing free education and fee-based education in the form of an economic service has been proven. With this in mind, separate variants of the possible application of the term "licensed amount" were proposed, which can ensure the observance of constitutional rights and freedoms and the illegality of using this term in other cases. The article is the fifth article from the cycle of research and includes the results of a legal study of the process of education regulation in Ukraine, in particular, the principles, limits, and features of licensing of educational activities as well as the conditions of applicat ion of the term "licensed amount". [ABSTRACT FROM AUTHOR]

For any business to serve and satisfy both customers and employees, employee productivity is essential. Leveraging the full potential of their workforce, ensuring long-term gains in productivity, and fostering a culture of ongoing improvement for the purpose of attaining organizational excellence. This study seeks to describe the level of employees' commitment, job satisfaction, teamwork, and training on productivity. After scientific validation and reliability tests, questionnaires were used as data-gathering tools. Data for this descriptive correlational and causal research design was employed for the study and purposive sampling was done in choosing the participants gathered from the 518 staff and faculty members in Higher Education Institution. Results revealed that employee productivity was positively correlated with other variables, indicating that high productivity levels were associated with higher levels of commitment, job satisfaction, effective teamwork, and training initiative benefits. Nonetheless, Higher Education employees' productivity is significantly influenced by teamwork and training. This means that when there is teamwork among the employees and top management, and employees are provided with relevant training, employees' productivity will significantly increase. [ABSTRACT FROM AUTHOR]

After receiving the results of the first study from the cycle of research on the principle of the supremacy of law in education under military emergency, it turned out to be necessary to conduct the next study on the accessibility of education in Ukraine during the mentioned period. It is also associated with the activities of the Cabinet of Ministers of Ukraine and the Ministry of Education and Science of Ukraine, which in 2024 changed the rules for admission to higher educational institutions and limited access to education for those seeking education who declared their desire to study full-time and on a paid basis in postgraduate studies for obtaining the third (educational and scientific) level of higher education. The Ministry of Education and Science of Ukraine, as has always been the case, defended its discriminatory reforms regarding the availability of education, referring to the introduction of a military emergency in Ukraine and problems in the process of mobilizing students for war. At the same time, access to education was limited both for paid education recipients (at their own expense) and for free education recipients (at the expense of state and local allocations). In turn, taking into account the fact that in Ukraine the system of grant education at the expense of scholarships from universities, philanthropists, and sponsors practically does not operate, this situation became a certain cataclysm in the field of education, which negatively affected both students (who began to go abroad en masse) and higher educational institutions. First of all, it is connected with depriving a number of young scientists of the opportunity to continue their research through postgraduate study, and secondly, with depriving higher educational institutions of income, the absence of which can lead such educational institutions to bankruptcy. As a result, the legality of the actions of the Cabinet of Ministers of Ukraine and the Ministry of Education and Science of Ukraine regarding restricting access to education became acute in Ukrainian society. This article is the second article from the cycle of research. It contains the results of a legal study of education accessibility during the military emergency in Ukraine. [ABSTRACT FROM AUTHOR]

The purpose of this article is to continue the analysis of Ukrainian legislation and international acts that regulate or affect the process of regulating basic human rights and freedoms in Ukraine’s education field. The conduct of this study is due to the activities of the Cabinet of Ministers of Ukraine and the Ministry of Education and Science of Ukraine in 2024, which intervened directly during the admission process of students to higher educational institutions during the 2024 admission campaign. The mentioned aspects especially affected the education seekers who declared their desire to study full-time and on a paid basis in graduate school to obtain the third (educational and scientific) level of higher education. Regarding the above, it became necessary to legally examine the observance of basic human rights and freedoms when conducting the admission process under martial law along with implementing and regulating educational activities. In particular, the article examines the main conditions and guarantees of equality of rights of education seekers when enrolling in educational institutions. Additionally, the study underlines the main legal provisions on the human right to safety and dignity, which shall be observed during the admission campaign and when carrying out educational activities in conditions of military emergency as well as in conditions of economic crisis. At the same time, special attention is focused on the need to establish different admission conditions and study conditions for free education and paid education recipients. In addition, the authors analyze the legislation of Ukraine regarding the possibility of using the factor of knowledge of foreign languages as a condition for admission to institutions of higher education, both in the general context and taking into account the specifics of the education received by the student. Thus, this article is the third article from the cycle of research and contains the results of a legal study of the principle of equal rights in the field of education, the principle of safety and human dignity in education, in particular, during the period of military emergency in Ukraine, as well as the principle of Ukrainian-language education in Ukraine. [ABSTRACT FROM AUTHOR]

To date, many legal problems have arisen in the field of education related to the activities of the Ministry of Education and Science of Ukraine. The specified problems were exposed in 2024, directly during the 2024 admission campaign, when the Cabinet of Ministers of Ukraine and the Ministry of Education and Science of Ukraine interfered in the process of admission to higher educational institutions of students who declared their desire to study full-time and on a paid basis in postgraduate studies for obtaining the third (academic and scientific) level of higher education. In March 2024, the Ministry of Education and Science of Ukraine adopted a new Procedure for admission to higher education in 2024, to which within four months during the admissions campaign more than ten amendments were performed. After that, in May 2024, the Cabinet of Ministers of Ukraine made new changes to the resolutions of the Cabinet of Ministers of Ukraine on training and certification of scientific-pedagogical and scientific personnel, which also changed the conditions for admission to educational institutions. Subsequently, the Ministry of Education and Science of Ukraine established some features of acquiring and renewing the status of a higher education recipient in 2024, which limited access to education for a certain category. As a result of the mentioned activity, a confrontation escalated in Ukrainian society, where the students and rectors of higher educational institutions, accusing the Ministry of Education and Science of Ukraine of exceeding their powers, appeared on the one hand. On the other hand, the Ministry of Education and Science of Ukraine arose, defending its reforms, referring to the existence of martial law in Ukraine and problems in the process of mobilizing students for war. Considering the above, there was a general need for legal studies of the legal conditions of educational activity through the prism of generally accepted human rights and freedoms including martial law conditions in Ukraine. This article is the first article from the cycle of research. It contains the results of a legal study of the principle of the supremacy of law in education during the military emergency in Ukraine. [ABSTRACT FROM AUTHOR]

For any business to effectively serve and satisfy both its customers and employees, it is crucial to ensure high employee productivity. This involves maximizing the potential of the workforce, securing long-term productivity improvements, and nurturing a culture of continuous enhancement to achieve organizational excellence. This study aims to create a structural model that examines the impact of employee commitment, job satisfaction, teamwork, and training on productivity. After conducting scientific validation and reliability tests, questionnaires were utilized as the primary data collection method. The research, which employed a descriptive-correlational and causal-comparative design, gathered data from 518 staff and faculty members at a Higher Education Institution. The findings revealed a positive correlation between employee productivity and other variables, showing that higher productivity levels are linked to greater commitment, job satisfaction, effective teamwork, and the benefits of training initiatives. However, the productivity of Higher Education employees is particularly influenced by teamwork and training. This suggests that when there is collaboration between employees and management, and employees receive relevant training, productivity significantly increases. Ultimately, the fifth structural model best explains the relationship between teamwork, training, and employee productivity. [ABSTRACT FROM AUTHOR]

This study aimed to understand the lived experiences of seasoned language instructors in online teaching. The study employed a qualitative research design using a phenomenological approach with 10 participants selected through purposive sampling from higher educational institutions in General Santos City. Results revealed that seasoned language instructors had negative and positive views on challenges in online teaching. They view the challenges as technological hurdles, situations that evoke uncertainty, limit students' participation, and prevalence of dishonesty. Additionally, language education becomes complex. On a positive note, these challenges promote innovative learning and serve as motivating factors that ignite passion for teaching. Coping mechanisms employed by seasoned language instructors encompass seeking help and collaboration, maintaining open-mindedness and introspection, participating in seminar workshops, sustaining a work-life balance, keeping a positive outlook, and seeking divine providence. Furthermore, their insights on improving online teaching accentuate the importance of learning by doing, upgrading technological skills, and pedagogical creativity, seeking peer support, and emphasizing the need for school administrators to be responsive to the evolving demands of online education. Thus, adjusting to online teaching requires passion and commitment to overcome the hurdles. It requires educators to be lifelong learners to be effective in practicing the teaching profession in virtual platforms. [ABSTRACT FROM AUTHOR]

The following essay examines health communication outreach for LGBTQ+ college students through analyzing both the design and exit evaluation of a federally funded United States public health program. SHARE-Pride was a three-year health intervention program that served LGBTQ+ students ages 18–24 at Southern University (SU)—a Hispanic and Minority Serving Institution. Because of structural barriers creating sexual health and drug and alcohol consumption risks, SHARE-Pride (SP) used a peer advocate model for students to develop mentoring relationships with LGBTQ+ peers to increase health knowledge. We first present health literature that informed SP's design and then examine research that shaped our exit study to understand advocates' intersectional identities and experiences as impacting their health communication outreach. We share rich findings from our interviews with 12 students, including communication approaches for LGBTQ+ health, increasing health communication inclusive of the full LGBTQ+ spectrum, and the role of intersectionality in LGBTQ+ health communication. We conclude with health communication praxis for future LGBTQ+ health programs and research. [ABSTRACT FROM AUTHOR]

The article presents a speech by Diane B. Ginsburg, associate dean for healthcare partnerships, clinical professor in the division of pharmacy practice and G.D. Searle Endowed Fellow in Pharmacy at The University of Texas at Austin College of Pharmacy, delivered at the Harvey A.K. Whitney Lecture. Topics discussed include her selection as a recipient of the Harvey A.K. Whitney Lecture Award, the purpose of pharmacy, and issues facing the profession.

ABSTRACT Our work contributes to existing research on student loyalty by testing a model that includes organisational justice as a predictor. In Study 1 (n = 257, Polish sample), students' perceived organisational justice of their university was a positive predictor of their loyalty. In Study 2 (n = 522, Polish sample), we replicated these findings and observed that academic identification accounted for the relationship between university's organisational justice and students' loyalty. In Study 3 (n = 500, American sample), we replicated findings from Study 1 and Study 2 and tested perceived legitimacy of university staff and authorities as another mediator of the investigated relationship. We conclude that the experience of organisational fairness at university translates into stronger academic identification and greater perceived university legitimacy, both of which lead to increased loyalty. Thus, we recommend that evaluation tools in higher education institutions more explicitly measure student perceptions of fairness. [ABSTRACT FROM AUTHOR]

Research training stands out as a means to develop generic competencies, potentiate lifelong learning (LL), and integrate initiatives for compliance with the 17 Sustainable Development Goals (SDGs), contributing to the development of a resilient society. Therefore, the constant promotion of a research culture within higher education institutions is an essential task for reducing the gap between scientific productivity and industry challenges and proposing solutions to real-life challenges. One of the main stages involved in any research process is the proposition of a methodological design: a detailed plan conceived and later developed to answer the research questions. Nevertheless, within the engineering context, even though a wide range of methodological designs are considered, these are not always explicitly stated in research papers, so at the undergraduate level there is an absence of more precise guidelines that allow a more concise orientation. Consequently, at this level, a challenge in research training is perceived. This provided a motivation: the development of a framework for the actors involved in research training at the engineering undergraduate level so that they can easily define the methodological design. In this context, the present research proposes a framework organized upon the two main phases of every research process: design and execution. The framework is expected to promote the proper use of research methodology among engineering students. Furthermore, the methodological design from 140 selected civil engineering papers from seven different knowledge fields is analyzed. Results show that 94.29% of the papers did not explicitly present the methodological design. It was concluded that there is an absence of it within the engineering field. Thus, a methodological design framework proposal for engineering students was developed to overcome this situation. [ABSTRACT FROM AUTHOR]

As the COVID-19 pandemic swept across the United States, colleges and universities faced the challenge of completing the academic term. Many institutions offered students the option of a 'credit/no credit' grading system, which wouldn't affect their GPA. In this study, we examine which student characteristics are correlated with the decision to choose this grading option over a traditional letter grade. Our findings show that female students, particularly those with lower course grades, were more likely to opt for the 'credit/no credit' option than male students. This aligns with previous research indicating that female students tend to be more risk-averse, particularly in economics courses. [ABSTRACT FROM AUTHOR]

Over the past four decades, e-learning has experienced rapid global growth, revolutionizing higher education. In Vietnam, universities have increasingly turned their attention and resources toward e-learning development, adapting to specific contexts and needs. This study investigates the drivers of e-learning choice within the framework of the demand-driven learning model (DDLM), with a primary focus on three core factors: quality content, delivery, and service. Employing a quantitative approach and the PLS-SEM technique, this research uncovers significant findings. The results of the study highlight the pivotal role of quality content, which exerts the most potent influence on e-learning choice, evidenced by a robust path coefficient of 0.400. Service and delivery, with direct path coefficients of 0.183 and 0.173, respectively, also play substantial roles in shaping e-learning decisions. Moreover, mediate role of delivery in the the e-learning choice model has been confirmed. Quality content leads to delivery, and delivery, in turn, leads to e-learning choice. Similar pathway has been found with service. A higher level of service increases delivery, which positively impacts on e-learning choice. These findings hold critical implications for the formulation of e-learning development policies in Vietnam's higher education institutions. Universities should prioritize the continuous development of high-quality, engaging, and up-to-date educational content that aligns with industry needs and student interests. Additionally, emphasis should be placed on providing a supportive e-learning experience, characterized by responsive customer service, accessible technical support, and efficient issue resolution mechanisms. Moreover, universities should consider the implementation of user-friendly and interactive content delivery platforms and methods that actively engage learners. In essence, this research serves as a guide for universities in Vietnam, enabling them to enhance their e-learning offerings by ensuring the content quality, support services, and delivery methods, ultimately fostering a dynamic and accessible learning environment that meets the evolving needs of their students and the demands of the modern educational landscape. [ABSTRACT FROM AUTHOR]

This paper looks at Initial Teacher Education (ITE) over the last 50 years in Portugal (1974–2024). This is especially significant as 2024 marks the 50th anniversary of democracy in the country happily coinciding with the Golden Jubilee of the Journal of Education for Teaching. ITE policy development over the last five decades has generally been positive, particularly regarding the professionalisation of teachers through the recognition of ITE at higher education level, the accreditation of ITE programmes, the adoption of a master’s degree as the required level of professional qualification for all sectors of education (from pre-school to secondary school), and the role of higher education institutions in the education of teachers. However,a number of drawbacks can also been identified including the fragmentation of ITE curriculum components as a result of the Bologna process and the adoption of a sequential model, as well as, more recently, a reduction in foundational courses and the introduction of more ‘flexible’ ways to enter teaching within the context of a teacher shortage. The threats and opportunities in such a scenario are explored and implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Background and Aims Methods Results Conclusions Given the insufficient validation of previously imported smartphone addiction scales in China, this study revised and evaluated the Problematic Smartphone Use Scale among Chinese college students (PSUS‐C).We based our research on a national sample comprising 1324 higher education institutions and 130 145 participants. Using cross‐sectional data, comprehensive methods were employed to examine validity, reliability and measurement invariance.The final scale consists of 20 items across four dimensions: withdrawal and loss of control, negative impact, salience behaviors and excessive use. All Heterotrait‐Monotrait (HTMT) values were below 0.85, and the lower 90% and upper 95% confidence intervals were also below 0.85, except for factors 1 and 3. The amount of variance (AVE) values were greater than 0.5, composite reliability (ω) values exceeded 0.89 and all factor loadings were above 0.5. The criterion validity was supported as expected: problematic smartphone usage positively correlated with depression (r = 0.451), loneliness (8 items, r = 0.455), loneliness (6 items, r = 0.504), social media use (r = 0.614) and phone usage duration (r = 0.148); and negatively correlated with life satisfaction (r = −0.218) and self‐esteem (r = −0.416). Across sex, type of university and place of residence, the measurement invariance performed well, with most changes in root mean square error of approximation (ΔRMSEA), comparative fit index (ΔCFI) and Tucker–Lewis index (ΔTLI) values being less than 0.005, and no indicator showing a difference greater than 0.010.The Problematic Smartphone Use Scale for College Students (PSUS‐C) demonstrated good factor structure, internal consistency, construct validity, discriminant validity and criterion validity. Strict and structural invariance were demonstrated across sex, type of university and place of residence. The PSUS‐C has the potential to assess smartphone addiction among Chinese university students. [ABSTRACT FROM AUTHOR]

The present paper reveals the organisational and legal framework for participation of higher education institutions of Ukraine in the implementation of the state’s anti-corruption policy. Based on the analysis of current legislative and subordinate legal acts on combating corruption in Ukraine, as well as legislation on education, the author highlights the legal capabilities of higher education institutions in terms of implementing national anti-corruption policy measures. It is determined that higher education institutions shall organise educational and awareness-raising campaigns with anti-corruption content, carry out activities to ensure the integration of anti-corruption topics into the content of higher education, work to form an attitude of intolerance to corruption in all its manifestations among students, introduce their own forms of activity to cultivate respect for corruption whistleblowers, implement measures to eradicate corruption risks in the internal activities of educational institutions and participants in the educational process, prevent conflicts of interest in the field of education and science, etc. The author proposes the classification of anti-corruption measures initiated and implemented by higher education institutions at the local level. In particular, such measures, depending on the specifics of the subject matter, are grouped into several groups: measures to create and introduce special educational components on anti-corruption into the educational process, organisation of special scientific research on the most pressing issues of anti-corruption and participation in targeted grant programmes on the prevention of corruption, development, adoption and implementation of local regulations on anti-corruption, introduction of a position of a responsible person for anti-corruption activities, and establishment of a special unit for anti-corruption activities. The author substantiates the existing organisational and legal problems of ensuring a high level of efficiency higher education institutions’ participation in the implementation of the state’s anticorruption policy. In particular, these include legal uncertainty of the criteria and methods for assessing the effectiveness of higher education institutions’ participation in the state’s anti-corruption policy, insufficient legal regulation of preventive anti-corruption measures taken by higher education institutions in the academic environment, and the lack of algorithmisation of the introduction of foreign experience in anti-corruption activities of foreign academies and universities into national practice. The author substantiates the expediency of creating a special international inter-academic platform for borrowing the best foreign experience of anti-corruption activities among participants in educational processes. [ABSTRACT FROM AUTHOR]

The article expands the theoretical and practical understanding of the state of civil security in the conditions of war and the problems of systematic purposeful training of police officers on actions in emergency situations, as well as organizational measures to solve them. The purpose of the work is to substantiate the scientific and theoretical foundations and develop practical recommendations for the organization of systematic training of police officers for actions in emergency situations in war conditions. The understanding of the tasks of the National Police during the response and liquidation of the consequences of emergency situations has been improved, it is emphasized that in wartime they perform not only purely law enforcement (police) functions, but also the tasks of civil protection of the population. It is proven that in order to ensure the systematicity of this process, the training of police officers in the specified direction should begin from the moment of their education in institutions of higher education with specific training conditions. Outlined forms of acquisition of theoretical knowledge and/or skills by students (cadets) of higher education institutions of the Ministry of Internal Affairs regarding actions in emergency situations. It was established that systematic and purposeful training of cadets (police officers) on actions in emergency situations (on matters of civil protection), in accordance with the requirements of the current legislation, especially in specialty 081 «Law», as well as at the second (master’s) level of higher education in institutions of higher education education of the Ministry of Internal Affairs of Ukraine is not happening now. The inclusion in the educational and professional programs for the training of cadets (police) in specialties 081 «Law», 262 «Law enforcement» at the first and second levels of higher education is substantiated by mandatory components of such educational disciplines as «Life safety», «Civil protection», «Pre-medical training», «Planning and management of civil protection measures». [ABSTRACT FROM AUTHOR]

The article examines the concept of administrative legal regulation of service provision by the State Employment Service in the context of wartime. Particular attention is paid to servicing certain categories of citizens who have suffered the most from the war in Ukraine. These categories include internally displaced persons, combatants and persons with disabilities. The author emphasizes the importance of distinguishing these categories of persons from others due to their increased mental and emotional vulnerability and significant socio-economic losses caused by the war in Ukraine. The State Employment Service, as a key executive body in the field of employment promotion, plays a critical role in providing social support and integration of certain categories of people, especially in wartime. Its functions include not only employment assistance, but also the provision of comprehensive services aimed at the socio-economic adaptation of internally displaced persons, combatants and persons with disabilities to everyday life. The article provides a detailed analysis of three key services provided by the State Employment Service. Firstly, it’s the organization of vocational education for registered unemployed individuals in specialized vocational training centers that are part of the service’s structure. Secondly, it’s the mechanism of providing vouchers for higher education in accredited higher education institutions with the assistance of the State Employment Service. Thirdly, it’s support in the form of grants aimed at stimulating entrepreneurial activity and starting your own business. Among the main problems in the mechanism of providing these services, attention is focused on overcoming primarily psychological barriers in recipients, difficulties in providing informational support regarding the offered services, as well as simplifying the process of obtaining and further implementing these services. Emphasis is placed on the necessity of expanding the classifier of professions for which one can receive a free voucher for education in higher educational institutions, in order to meet the needs of the majority of service users, taking into account their individual abilities and preferences. The conclusion is drawn that successful administrative - legal regulation of service provision for specific categories of individuals is conditioned by the cooperation of state structures, higher education institutions, charitable organizations, and the service recipients themselves to ensure their successful integration into socio-economic life, including the rehabilitation of internally displaced persons, combatants, and persons with disabilities in the community. [ABSTRACT FROM AUTHOR]

Leadership development and succession planning is a valuable strategy for closing the gender gap and providing an equal chance for males and females to be trained and involved in leadership roles. This strategy is an incredibly effective tool in higher education, where there is a significant disparity between male and female academic leaders. Despite its effectiveness, succession planning remained an overlooked component of the higher education system. Further research studies enhance our understanding of the current state of succession planning and the factors that affect the recruitment and selection of future academic leaders. Hence, this study aims to identify the current women's leadership development and succession planning practices in public and private universities in Saudi Arabia. A qualitative study was conducted in a Saudi Arabian higher education setting. The interest in Saudi Arabia stems from the fact that succession planning is less likely to be practiced since gender discrimination is apparent when assigning leadership positions. Results indicate that top powers typically select leaders since succession planning is absent in Saudi Arabia's higher education institutions. In this circumstance, networking and relationships play a significant role, as these institutions have no formalized succession planning process. In a highly gender-segregated society like Saudi Arabia, women are deprived of expanding their networks and showcasing capabilities to male decision-makers. The results of this study further identified the underlying components of the women's leadership and succession planning process in the Saudi Arabian setting. This study contributes to leadership and succession planning knowledge and its implications, which may extend opportunities for practitioners, consultants, and policymakers to include women in higher education succession planning. [ABSTRACT FROM AUTHOR]

There is convincing evidence that the learning environments digitalization of tools and equipment ultimately results in the speed and depth learning involvement of academia members, by raising attainment of each of the digital learning experiences. The majority of the research that was conducted on the topic of enhancing the digital skills of learners, which would ultimately lead to an increase in their active engagement, was conducted on students in primary and secondary education, leaving members of higher education outside of the scope of the study. Given the uninterrupted search for academic performance and innovation, the current research considers the technological changes that lead to the transformation of the traditional academic learning environments as previously known. The current paper considers the changes in the learners' engagement in the context of the dually digital transformation of the higher academic multi-institutional digitally-learning enhancements. An important factor to be considered regards the leadership evolution (in terms of teaching) that over time, led to a different speed contextual shift, according to its effectiveness, leading to higher or lower students learning (dis)engagement. The current manuscript aims to examine how the higher education digitalization levels could affect the student's learning engagement, under the close monitoring of the academia leadership styles practice. Data collection and analysis implied at first a qualitative approach by issuing an online-distributed survey that resulted in a number of 2272 valid responses. After performing structural equation modelling and proving a valid assessment tool, the analysis resulted into statistically proving the validity of two main hypotheses according to which students learning engagement has a positive effect on the practice of academic leadership. Additionally, results emphasized the fact that higher education digitalization has altogether a negative effect of students learning engagement. Consequently, the current study stresses on the importance of different peers' categories in the context of higher education institutions performance, with an emphasis on the different levels of students' engagement and the leadership styles evolution and practice, aspects uniformly developing within a continuously digitally transformation of the higher education environment. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Discussion and Conclusions This study explores the attitudes of psychologists towards psychedelics and psychedelic‐assisted therapy (PAT) following the world‐first regulatory changes in 2023 in Australia which permitted psilocybin and 3,4‐methylenedioxy‐methamphetamine (MDMA) to be used in clinical services.A purposive sample of 20 Australian psychologists was recruited using snowball sampling. Semi‐structured interviews were conducted which explored participants' attitudes, knowledge and concerns about PAT. Data were coded and analysed to identify and develop theme categories.Most psychologists exhibited positive attitudes towards psychedelics and their therapeutic potential, viewing them as promising for addressing chronic mental health conditions like depression. However, there was a notable concern regarding the limited evidence on efficacy and potential adverse experiences, as well as the complexity of the individualised treatment protocol. Despite enthusiasm, many psychologists had limited detailed knowledge about the interventions themselves. The need for comprehensive education and training programs, including exposure to psychedelic experiences and credible higher education institutions, was emphasised to ensure competence in administering PAT.Psychologists displayed notably positive attitudes towards PAT, likely reflecting both shifting perceptions of psychedelics and self‐selection bias within the sample. Despite this optimism, concerns were raised about psychiatric risks and the necessity for comprehensive and reputable training and supervision. The cohort showed openness to both novel treatments and innovative training methods, underscoring the importance of enhancing educational frameworks to ensure effective implementation of PAT. [ABSTRACT FROM AUTHOR]

It is indicated that the armed aggression of the Russian Federation against Ukraine, which has been going on for the third year, and the progress of European integration processes taking place in our country, require overcoming challenges in the field of higher legal education. One of the important such challenges is the increase in demand from employers for qualified graduates of higher educational institutions who have modern theoretical and practical training in the fields of tax, administrative, contractual, economic and corporate law. At the same time, there is a high demand among employers for specialists who specialize in the field of corporate relations for legal support of the business activities of international corporations working in the agricultural and other sectors of the Ukrainian economy; participation in international and national arbitration and commercial courts in the consideration of corporate disputes in the interests of companies that do not fulfill their obligations in favor of counterparties that maintain relations with the aggressor state or sanctioned persons; judicial protection of corporate rights of foreign and domestic investors; protection in international arbitrations of the interests of Ukrainian business companies that supply material property for the Armed Forces of Ukraine in case of violation of their obligations to them by foreign companies; participation in legal proceedings regarding the recovery of funds and other assets from sanctioned persons in favor of Ukraine or its business entities, etc. The article examines ways of reforming higher legal education in the conditions of armed aggression of russian federation against Ukraine and its European integration into the European Union. The current requirements of employers for law graduates of higher educational institutions are analyzed. The proposed vectors of reforming the educational process, in particular, from the corporate law course, through the introduction of innovative educational programs that meet international world standards, including EU requirements in the field of higher legal education. The need to develop and use interdisciplinary educational programs for the training of lawyers is substantiated. It is recommended that a separate section in these programs provide for the teaching of a corporate law course. Suggested topics from this course include, in particular, corporate law under martial law; adaptation of Ukrainian corporate legislation to the legislation of the European Union - status and prospects; the accession of Ukraine to the European Union as a factor in its victory over russian aggressor country and other topics. A comparative analysis of EU directives and regulations and Ukrainian legislation regulating corporate relations was made. [ABSTRACT FROM AUTHOR]

Objective: A small percentage of universities and colleges conducted mass SARS-CoV-2 testing. However, universal testing is resource-intensive, strains national testing capacity, and false negative tests can encourage unsafe behaviors. Participants: A large urban university campus. Methods: Virus control centered on three pillars: mitigation, containment, and communication, with testing of symptomatic and a random subset of asymptomatic students. Results: Random surveillance testing demonstrated a prevalence among asymptomatic students of 0.4% throughout the term. There were two surges in cases that were contained by enhanced mitigation and communication combined with targeted testing. Cumulative cases totaled 445 for the term, most resulting from unsafe undergraduate student behavior and among students living off-campus. A case rate of 232/10,000 undergraduates equaled or surpassed several peer institutions that conducted mass testing. Conclusions: An emphasis on behavioral mitigation and communication can control virus transmission on a large urban campus combined with a limited and targeted testing strategy. [ABSTRACT FROM AUTHOR]

Objective: The current study tested whether proposed sport-related risk factors for disordered eating behaviors were associated with increases in disordered eating over first-year college athletes' first four months of collegiate sport participation. Participants: Participants included a sample of first-year college athletes (N = 59, 45% female) from a Division I National Collegiate Athletics Association (DI) university. Method: This follow-up study tested whether 1) wearing a uniform that emphasizes body concerns, 2) participating in a lean sport, and 3) perceived pressure for thinness from coaches and teammates would lead to increases in weight/shape concerns and disordered eating behaviors over the first four months of collegiate sport participation. Results: Wearing a uniform that emphasizes body concerns and perceived coach pressure for thinness predicted increases in weight/shape concern. Both teammate and coach pressure for thinness predicted increases in restrained eating behaviors. Conclusion: Findings suggest that there are identifiable, athlete-specific risk factors for the development of disordered eating behaviors among first-year college athletes. [ABSTRACT FROM AUTHOR]

Objective: While understanding racial/ethnic disparities in mental health services use is a growing priority in colleges and universities, little is known the attitudes that may contribute to these disparities. Methods: This study investigates the relationship between clinic diversity, ethnic-racial identity, discrimination, and treatment attitudes. College students n = 250 (Asian 21%, Black 11%, Latinx 23%, and White 45%) participated in an online experimental task rating hypothetical clinic websites that varied by clinician diversity and completed a series of self-report questionnaires. Results: Clinician diversity did not influence treatment attitudes, but discrimination and ethnic-racial identity were significantly related to treatment attitudes. Additionally, the relationship between public regard and treatment attitudes was moderated by race/ethnicity. Conclusions: By focusing on treatment attitudes rather than behaviors, this study addresses potential areas of intervention to address racial/ethnic disparities in college mental health. [ABSTRACT FROM AUTHOR]

Purpose: Regular participation in bicycling offers many health benefits. Universities throughout the U.S. have a large proportion of underrepresented populations among students/employees (e.g., racial/ethnic minorities, LGBTQ+, disabled) who participate in cycling at lower rates. The purpose of this study was to understand the current practices of universities for implementing equitable bicycling programming to their students/faculty/staff. Methods: A volunteer sample of U.S. university bicycle representatives (n = 19) were interviewed to analyze current practices, barriers, motivators, and future tools for equitable programming. Results: Multiple themes emerged from the interview, including barriers to programming such as lack of personnel and finances, as well as motivators such as partnering with off-campus organizations and connecting community/university infrastructures. Conclusions: Although various barriers exist for universities which may present decreased equitable programming, university bicycle/alternative transportation departments should consider partnering with on and off-campus organizations rooted into underrepresented populations to better provide equitable programming to these populations. [ABSTRACT FROM AUTHOR]